Meeting diverse clients’ needs in academic service-learning: Motivation for collaboration Alexa Darby, Associate Professor, Elon University [adarby@elon.edu]
Frances Ward-Johnson, Associate Professor, Elon University [fward2@elon.edu]
Tammy Cobb, Assistant Director for Community Partnerships, Kernodle Center for Service-Learning and Community Engagement, Elon University [tcobb@elon.edu]
Keywords: Demographic differences, academic service-learning, community partner perspectives, students’ preconceived notions, case study
Conference track: Community partnerships and outcomes
Format: Research/Scholarly paper
Summary Research demonstrates the benefits of academic service-learning (AS-L) for students who work with diverse client populations. Yet, little research has explored the challenges, from the perspective of community partners, of incorporating into their organizations students from different racial and socioeconomic backgrounds than the clients whom they serve. The purpose of this study is to understand the issues community partners face in working with AS-L students from different backgrounds than the organizations’ clients.
This case study included 10 staff members from various organizations in a community in the southeastern U.S. The clients served by these organizations include children and adults who are homeless or living in poverty; those who have health care needs, including terminally ill patients; individuals with disabilities; and children with educational, social, and emotional needs. These organizations partnered with a medium-sized liberal arts university through internships, practicums, and service-learning classes. Eighty percent of the undergraduate students at this institution are white, 6% African American, 3% Hispanic American, 1% Asian American, 1% multiracial, 2% international students, and 7% unknown. Sixty percent are female while 40% are male, with the vast majority of students between the ages of 18and22. Eighty percent participate in some type of volunteer experience.
The participants identified two main benefits of working with students from different backgrounds than their clients: some students began without preconceived notions about the clients, and students had the opportunity to learn in-depth about this new community. They also identified two challenges associated with students’ different backgrounds: lack of awareness of the community and the issues their clients face and fearfulness of clients when they begin working with the organizations.
These findings emphasize the need for faculty and community partners to anticipate these challenges and develop effective strategies to address them. As these strategies are developed, future research needs to examine various approaches in negating these challenges.
References Basinger, N., & Bartholomew, K. (2006). Service-learning in nonprofit organizations: Motivations, expectations and outcomes. Michigan Journal of Community Service Learning, 12(2), 15–26.
d’Arlach, L., Sanchez, B., & Feuer, R. (2009). Voices from the community: A case for reciprocity in service-learning. Michigan Journal of Community Service Learning, 16(1), 5–16.
Hayes, E., & Cuban, S. (1997). Border pedagogy: A critical framework for service-learning. Michigan Journal of Community Service Learning, 4, 72–80.
Lee, J. J., & Espino, M. (2010). Diversity and service-learning: Beyond individual gains and toward social change. College Student Affairs Journal, 29(1), 1–16.
Novek, E. M. (2000, November). Tourists in the land of service-learning: Helping middle-class students move from curiosity to commitment. Paper presented at the conference of the National Communication Association, Seattle, WA.
Roulston, K. (2010). Reflective interviewing: A guide to theory & practice. Thousand Oaks, CA: SAGE.
Stoeker, R., & Tryon, E. (Eds.). (2009). The unheard voices: Community organizations and service learning. Philadelphia, PA: Temple University Press.
Tryon, E., Stoecker, R., Martin, A., Seblonka, K., Hilgendorf, A., & Nellis, M. (2008). The challenge of short-term service-learning. Michigan Journal of Community Service Learning, 14(2), 16–26.
Worrall, L. (2007). Asking the community: A case study of community partner perspectives. Michigan Journal of Community Service Learning, 14(1), 5–17.
To access materials from this session please click on the file link(s) below:
Alexa Darby, Associate Professor, Elon University [adarby@elon.edu]
Frances Ward-Johnson, Associate Professor, Elon University [fward2@elon.edu]
Tammy Cobb, Assistant Director for Community Partnerships, Kernodle Center for Service-Learning and Community Engagement, Elon University [tcobb@elon.edu]
Keywords: Demographic differences, academic service-learning, community partner perspectives, students’ preconceived notions, case study
Conference track: Community partnerships and outcomes
Format: Research/Scholarly paper
Summary
Research demonstrates the benefits of academic service-learning (AS-L) for students who work with diverse client populations. Yet, little research has explored the challenges, from the perspective of community partners, of incorporating into their organizations students from different racial and socioeconomic backgrounds than the clients whom they serve. The purpose of this study is to understand the issues community partners face in working with AS-L students from different backgrounds than the organizations’ clients.
This case study included 10 staff members from various organizations in a community in the southeastern U.S. The clients served by these organizations include children and adults who are homeless or living in poverty; those who have health care needs, including terminally ill patients; individuals with disabilities; and children with educational, social, and emotional needs. These organizations partnered with a medium-sized liberal arts university through internships, practicums, and service-learning classes. Eighty percent of the undergraduate students at this institution are white, 6% African American, 3% Hispanic American, 1% Asian American, 1% multiracial, 2% international students, and 7% unknown. Sixty percent are female while 40% are male, with the vast majority of students between the ages of 18and22. Eighty percent participate in some type of volunteer experience.
The participants identified two main benefits of working with students from different backgrounds than their clients: some students began without preconceived notions about the clients, and students had the opportunity to learn in-depth about this new community. They also identified two challenges associated with students’ different backgrounds: lack of awareness of the community and the issues their clients face and fearfulness of clients when they begin working with the organizations.
These findings emphasize the need for faculty and community partners to anticipate these challenges and develop effective strategies to address them. As these strategies are developed, future research needs to examine various approaches in negating these challenges.
References
Basinger, N., & Bartholomew, K. (2006). Service-learning in nonprofit organizations: Motivations, expectations and outcomes. Michigan Journal of Community Service Learning, 12(2), 15–26.
d’Arlach, L., Sanchez, B., & Feuer, R. (2009). Voices from the community: A case for reciprocity in service-learning. Michigan Journal of Community Service Learning, 16(1), 5–16.
Hayes, E., & Cuban, S. (1997). Border pedagogy: A critical framework for service-learning. Michigan Journal of Community Service Learning, 4, 72–80.
Lee, J. J., & Espino, M. (2010). Diversity and service-learning: Beyond individual gains and toward social change. College Student Affairs Journal, 29(1), 1–16.
Novek, E. M. (2000, November). Tourists in the land of service-learning: Helping middle-class students move from curiosity to commitment. Paper presented at the conference of the National Communication Association, Seattle, WA.
Roulston, K. (2010). Reflective interviewing: A guide to theory & practice. Thousand Oaks, CA: SAGE.
Stoeker, R., & Tryon, E. (Eds.). (2009). The unheard voices: Community organizations and service learning. Philadelphia, PA: Temple University Press.
Tryon, E., Stoecker, R., Martin, A., Seblonka, K., Hilgendorf, A., & Nellis, M. (2008). The challenge of short-term service-learning. Michigan Journal of Community Service Learning, 14(2), 16–26.
Worrall, L. (2007). Asking the community: A case study of community partner perspectives. Michigan Journal of Community Service Learning, 14(1), 5–17.
To access materials from this session please click on the file link(s) below: